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DTEND;VALUE=DATE-TIME:20210506T151500Z
DTSTART;VALUE=DATE-TIME:20210506T144500Z
DTSTAMP;VALUE=DATE-TIME:20210428T190313Z
UID:78bbae99-0dc4-4d4a-88d4-0b86fc0b4453@talks.stuts.de
DESCRIPTION:Gender-inclusive language has evolved into a much-debated top
 ic during the past years\, discussed interdisciplinarily from theoretica
 l to psycholinguistics\, sociology\, and economy – and by anyone who use
 s language.\n\nStudies on German that primarily relied on questionnaires
  (reviewed in Braun et al. 2005)\, cloze tests (Klein 1988)\, and catego
 risation tasks with picture matching (Irmen & Köhncke 1996) disqualify t
 he generically used masculine forms as pseudo-generic – failing their gr
 ammatically prescribed function to include referents of any Gender. Gend
 er-balanced expressions (pair and split forms like Lehrer und Lehrerinne
 n) make explicit reference to female presence and participation\, and th
 us elevate a more equitable interpretation.\nOnline methods to investiga
 te the processing of Gender-sensitive language are surprisingly rare amo
 ng research on the phenomenon\, except for reaction time measures (Irmen
  & Köhncke 1996\, Irmen & Kaczmarek 2000) and eye-tracking in reading (I
 rmen & Schumann 2011).\nIn addition\, Gender-neutral language (GNL) has 
 not been focused on in the majority of experiments\, and when it was amo
 ng the stimuli\, results were inconclusive (De Backer & De Cuypere 2012)
  or found such alternatives to be ineffective (resembling masculine gene
 rics\, Braun et al. 2005)\, despite the fact that guidelines on non-disc
 riminatory language use commonly recommend these.\nGender-neutral (GN) e
 xpressions for personal reference in German include\n    • nominalised p
 articiples\; nominalisations in general: Interessierte\, Lehrende\n    •
  collective singulars: Publikum\, Kollegium\n    • compounds (e.g.\, wit
 h a notion of “-person”): Ansprechpersonen\, Lehrkräfte\n    • paraphras
 es that background a (gendered) subject: e.g.\, passives\, relatives\n  
     \nIn a visual world eye-tracking study\, the comprehension of plural
  generics using masculine nouns and GN forms was tested for roles and oc
 cupations.\nIn complex stimulus scenarios\, reference had to be establis
 hed to referent images presented on a screen. At the end of each item\, 
 a question was asked in order to (re)identify the image that matched the
  referents of the respective setting best. Images depicted 1) a single p
 erson (protagonist)\, 2) an all-female group\, 3) an all-male group\, 4)
  a mixed Gender group of female and male members. The group referents we
 re introduced with either a) masculine nouns (die Lehrer)\, b) female-sp
 ecific feminine nouns (die Lehrerinnen)\, or c) one of the upper three n
 ominal GN variants (die Lehrkräfte). \nResults confirm the frequent male
  bias in masculine forms that are used as generics\, that is\, their mal
 e-specific interpretation. Furthermore\, stereotypicality of nouns had a
 n impact on responses. The GN alternatives\, which are generally known t
 o aim for indefinite reference (“marked” for Gender-fair language) were 
 found to be most qualified to elicit mixed Gender group interpretations.
  When reference was established with GN terms\, an inclusive response wa
 s consistently elicited. This was both indicated by eye movements and re
 sponse proportions\, but to a different extent depending on the particul
 ar GN noun type. Concepts that abstract from Gender in their linguistic 
 forms (“neutralising” it) appear to be more inclusive\, and thus better 
 candidates for generic reference than masculines.
URL:https://devel.junge-sprachwissenschaft.de/events/516.html
SUMMARY:Comprehension of gender-neutral forms and the pseudo-generic masc
 uline in German: a visual world eye-tracking study
ORGANIZER:stuts69
LOCATION:stuts69 - yellow
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